Transactional instruction of comprehension strategies: The montgomery county, maryland, sail program

Michael Pressley; Janice Almasi; Ted Schuder; Janet Bergman; Sheri Hite; Pamela B. El‐Dinary; Rachel Brown

doi:10.1080/1057356940100102

Transactional instruction of comprehension strategies: The montgomery county, maryland, sail program

Michael Pressley, Janice Almasi, Ted Schuder, Janet Bergman, Sheri Hite, Pamela B. El‐Dinary, Rachel Brown

Research output: Contribution to journal › Article › peer-review

29 Scopus citations

Abstract

A comprehension strategies instruction program called Students Achieving Independent Learning (SAIL) is described. In SAIL, strategies teaching is long term and complex, with students taught to coordinate traditional memory and comprehension strategies with interpretive processes. Consistent with reader‐response theories, we refer to this approach as transactional strategies instruction because student‐teacher‐text transactions are the heart of daily teaching. How such teaching differs with student experience in the program is illustrated by discussing SAIL instruction in Grade 1, Grade 2, and Grade 4 lessons. We highlight the unique features of SAIL by comparing it with the comprehension strategies instruction encouraged in some contemporary basal series.

Original language	English (US)
Pages (from-to)	5-19
Number of pages	15
Journal	Reading and Writing Quarterly
Volume	10
Issue number	1
DOIs	https://doi.org/10.1080/1057356940100102
State	Published - 1994
Externally published	Yes

ASJC Scopus subject areas

Education
Linguistics and Language

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10.1080/1057356940100102

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abstract = "A comprehension strategies instruction program called Students Achieving Independent Learning (SAIL) is described. In SAIL, strategies teaching is long term and complex, with students taught to coordinate traditional memory and comprehension strategies with interpretive processes. Consistent with reader‐response theories, we refer to this approach as transactional strategies instruction because student‐teacher‐text transactions are the heart of daily teaching. How such teaching differs with student experience in the program is illustrated by discussing SAIL instruction in Grade 1, Grade 2, and Grade 4 lessons. We highlight the unique features of SAIL by comparing it with the comprehension strategies instruction encouraged in some contemporary basal series.",

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Transactional instruction of comprehension strategies: The montgomery county, maryland, sail program

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